2nd Lesson Segment Lesson Plan
Student: Chelsea Shimer-Blados
Mentor: Sauter
Class Description: 12th grade Standard English Class.
Lesson Topic: Allusions and Othello Act 5. Scene 2
National Content Standard/State Curriculum Standard◦ CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Judges Prior Knowledge: In the prior lesson, the students read some of Act 5 and
especially focused on the 1st speech made by Othello. The students are familiar with
the events leading up to this speech. Students have also reviewed Allusions several
times, but the concept will be reviewed during the lesson.
Lesson Objective Students will be able to define and identify allusions, particularly
in Othello.
Materials needed for Lesson: The students already have notebook paper and
writing utensils. The drill will be projected on the Elmo.
Incorporation of Technology: The model will be shown on the Elmo.
Lesson Development:
Drill/Motivational Activity: 5 Minutes
Teacher: I will ask students to complete the following drill:
“He was a real Romeo with the ladies”
What is this line referring to? Is being a “ Romeo” a good thing, or a bad thing?
I will ask students to share their thoughts and transition to this being an allusion.
Students: Students will write in their notebooks and answer the drill. They will
share their responses about the quote. I anticipate that students will relate the term
Romeo to Shakespeare’s Romeo and Juliet.
Key Questions:
What do we associate with the term “Romeo”?
Where did this association come from?
Why might a writer use this term rather than stating the attributes of the person?
Transition: 1 Minute
Teacher: I will ask if the students know what an allusion is.
Students: Students will respond accordingly.
Activity 1: 5 minutes
Teacher: I will ask the class to tell me what an allusion is. The students will tell me
their responses and some examples. I will reveal the actual definition on the
PowerPoint for students to write down in their notes.
Students: Students will tell me what they think an allusion is, and then discuss
possible examples. They will copy the definition in their notes.
Transition:
Teacher: Can you find an allusion in Othello Scene 5, Act 2, Othello’s first speech?
Activity 2: 5 minutes
Teacher: I will ask the students to find an allusion in this part of the play and then
ask them if they understand the reference. I will then give a very brief explanation
of Prometheus. I will then ask my students if that changes their understanding of the
speech. We will discuss this line as a class and decide on its meaning in reference to
the allusion.
Students: Students will find the allusion and help identify how this knowledge
changes the meaning of the speech.
Mentor teacher leads the class in discussing the remainder of the novel.
Reflection
Overall I believe that I could have improved the lesson. While I was actually
teaching, I did not have the novel in front of me. I did not realize that I would need
the novel for one line of the novel. One student brought up another line and I had to
stop to find a novel in order to address his question properly. IN the future I will
make sure that I have all the materials in front of me. I believe that I did not have
enough confidence during this lesson. I was well prepared for the lesson, but I
believe I was not confident. I can improve this in the future by being prepared for a
wide range of questions. There was no formal assessment because this was a mini
lesson. I received many answers from the class during the discussion. Their answers
led me to believe that they understood what I was teaching. Overall I think the
lesson was effective, but the execution could be improved. I believe that as time goes
on, I will gain confidence and will gain a better presence in the classroom. After
speaking with my mentors, I have realized that it akes several years to gain a deep
understanding of some subjects. It also takes time to gain confidence in front of a
classroom.